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Experimenting Sample 1 - Nov. 2024

Experimenting Sample 1 

Here is another student sample that was submitted as part of the November 2024 assessment period. In the creating experiment, the student uses AoI 4 by applying sampling and a rap over a jazz ballad. The presenting experiment focusses on the student's attempt to apply new vocal techniques to musical theater. The overall marks are in the high 6/low 7 range. 

Illustration: Jon Tyson via Unsplash. 

Upload 1: Experimentation Report

Upload 2: Audio Evidence 

https://Experimentig Sample Jazz and Vocal Technique

Experimenting as a Creator

Experiments in Creating, Excerpt 1: 

0’00” - 2'31" 


Experiments in Creating, Excerpt 2:

2'32" - 3'42"


Experiments in Creating, Excerpt 3: 

3'43" - 4'48"

Experimenting as a Performer

Experiments in Performing, Excerpt 1: 

4'49" - 6'00"

Experiments in Performing, Excerpt 2: 

6'01" - 6'58"


Experiments in Performing, Excerpt 3:

6’59" - 8'19"

Results and Comments

This student received makrs in the 24/25 range  (out of a possible 28) for this component, which for the Nov. 2024 assessment period was in the 7 range. Remember that for Experimenting with Music and the Contemporary Music Maker, teachers need to predict the scores for their students (both examples of Internal Assessment) before they are sent off to examiners for moderation (see HERE for more on this). 

CRITERION A: RATIONALE AND COMMENTARY FOR MUSICAL EXPERIMENTS IN CREATING

Guiding questions:

  • How well has the student justified and supported their proposed experimentation with relevant source material and musical stimuli?
  • Is the explanation of the experimentation process and of the musical decision-making (see: Musical Decision Making) convincing? 

Music Subject Guide / Internal Assessment

The source material is clear in the rationale as is the choice of AoI. There is no direct reference to the musical context although it is implied that the experimenting process is unfamiliar to the student. This thought should be made more explicit in the rationale. The purpose of the experiment, using samples to transform a jazz ballad into rap is clear. The rationale is supported with sufficient referencing throughout. The student's musical deicsion making is justified, purposeful, relevant, and applied. It would have best served the student to include the time stamps in the written documentation and when referring to specific points in the experiment.

CRITERION B: PRACTICAL MUSICAL EXPERIMENTS IN CREATING 

Guiding questions:

  • How effectively has the student conducted a series of purposeful musical experiments?
  • Is there practical evidence of informed musical decision-making... (see: Musical Decision Making)... in the musical experimentation process?  

Music Subject Guide / Internal Assessment

CRITERION C: RATIONALE AND COMMENTARY FOR MUSICAL EXPERIMENTS IN PERFORMING

Guiding questions:

  • How well has the student justified and supported their proposed experimentation with relevant source material and musical stimuli?
  • Is the explanation of the experimentation process and of the musical decision-making (see: Musical Decision Making) convincing? 

Music Subject Guide / Internal Assessment

CRITERION D: PRACTICAL MUSICAL EXPERIMENTS IN PERFORMING 

Guiding questions:

  • How effectively has the student conducted a series of purposeful musical experiments?
  • Is there practical evidence of informed musical decision-making... (see: Musical Decision Making)... in the musical experimentation process?  

Music Subject Guide / Internal Assessment

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